Vivências-letramentos: a trajetória de Larissa na educação infantil

Abstract

The article aims to analyze Larissa’s trajectory, over three years, in an Early Childhood Education Center in Belo Horizonte. Based on Historical-Cultural Psychology and Ethnography in Education, we specifically focus on the relationship that Larissa established with literacies. This relationship was transformed over time - Larissa’s meanings for literacies ranged from the use of the body to the use of the speech-thought unit and are intertwined in the unit of analysis [Perezhivania -Literacies], collectively and individually. The unit of analysis [Perezhivania-Literacies] represents placing people at the center of cultural practices, which implies going beyond the social uses of reading and writing and not making a separation between external reality and people who experience literacies.